BÀI GIẢNG HỌC PHẦN VIẾT NÂNG CAO 2 (đh SƯ PHẠM ANH)

TRƯỜNG ĐẠI HỌC ĐỒNG NAI Khoa: Ngoại Ngữ −−−−−−−−−−−−−− BÀI GIẢNG HỌC PHẦN VIẾT NÂNG CAO (ĐH SƯ PHẠM ANH) LECTURER: TRƯƠNG PHI LUÂN ĐỒNG NAI, 2021 Lý chọn đề tài Trong giới phẳng ngày việc thụ đắc ngôn ngữ thứ hai, đặc biệt tiếng Anh, xem lợi lớn nhằm giúp người ta thành công giới hoc thuật, công việc, giao tiếp đời thường, du lịch quốc tế định cư làm việc nước ngồi nữa… Trong kỹ nghe, nói, đọc viết, kỹ viết từ lâu xem kỹ khó khơng em học sinh, sinh viên nước học tiếng Anh ngôn ngữ thứ hai hay ngoại ngữ mà cịn khó khăn em học sinh, sinh viên ngữ, giáo viên ngữ phi ngữ, hay em sinh viên học tiếng Anh chuyên ngành Để đáp ứng mục tiêu đổi đề án đổi giáo dục dạy học TA cho giai đoạn đoạn 2018-2022, cần phải có thay đổi đổi đồng phương pháp dạy học tiếng Anh thay đổi cách kiểm tra đánh giá sinh viên chuyên ngành ngôn ngữ Sau khóa đào tạo tiếng Anh chuyên ngành cao đẳng đại học sư phạm tiếng Anh khóa 1, 2, 3, 4, & 5, BCN khoa ngoại ngữ DNU nhận thấy nhiều bất cập thiếu thống chương trình khung chuyên ngành lý thuyết tiếng thực hành tiếng hệ đai học cao đẳng, cụ thể đề cương môn VIẾT học thuật tài liệu giảng dạy cho môn học đặc thù xuyên suốt từ viết đến viết từ em chuyên sâu vào viết nâng cao & học kỳ chương trình đào tạo bậc đại học năm hệ đào tạo đại học sư phạm chuyên ngành tiếng Anh Với đồng thống đề cương chi tiết tài liệu giảng dạy cho phân môn môn VIẾT, tất thầy DẠY MƠN VIẾT HỌC THUẬT n tâm dạy đề thi thống thầy cô khác dạy phân môn học kỳ Xuất phát từ ưu đó, tiến hành biên soạn lại đề cương môn viết nâng cao & dựa khung hình chuẩn châu Âu bậc vào năm học 2018-2019 Trên sở đề cương chi tiết này, năm học (2019-2020), tiến hành soạn tài liệu giảng dạy môn VIẾT NÂNG CAO cho năm học em sinh viên SPTA thầy giảng dạy mơn viết sử dụng tài liệu học/dạy lớp hay sinh viên giảng viên dùng để làm tài liệu tham khảo bên ngồi lớp học Bên cạnh đó, sinh viên sư phạm Anh dùng để ôn tập giúp tự tin biết cách đề thi kỳ thi lấy chứng FCE CAE để đủ điều kiện tốt nghiệp trường Hy vọng BÀI GIẢNG HỌC PHẦN VIẾT NÂNG CAO (ĐHSP ANH) góp phần đổi nâng cao hiệu giảng dạy môn viết chuyên ngành khoa ngoại ngữ trường Đại học Đồng Nai Tất nhiên q trình biên soạn, tơi khơng tránh thiếu sót bắt nguồn từ tâm lý chủ quan kiến thức hạn hẹp Tơi mong nhận ý kiến đóng góp chân thành từ quý đồng nghiệp, tổ trưởng môn để sau tài liệu hoàn chỉnh Tất nhiên tất sai sót nội dung đề cương (nếu có) hồn tồn thuộc tác giả biên soạn tơi xin hồn tồn chịu trách nhiệm phần lỗi Tơi xin chân thành cám ơn! Lịch sử nghiên cứu vấn đề 2.1 Căn vào chương trình đào tạo điều chỉnh vào năm 2016 2.2 Căn vào chuẩn đầu sinh viên chuyên Anh Khoa Ngoại ngữ 2.3 Căn vào khung chương trình đào tạo học kỳ năm SV chuyên ngành tiếng Anh 2.4 Căn vào tình hình kiến thức thực tế sinh viên sư phạm ĐH Đồng Nai Đối tượng mục đích nghiên cứu BÀI GIẢNG HỌC PHẦN VIẾT NÂNG CAO (ĐHSP ANH) biên soạn đặc biệt cho sinh viên sư phạm chuyên ngành tiếng Anh hệ cao đẳng đại học cần đạt chứng FCE CAE bậc 4/6 & 5/6 khung hình chuẩn Châu Âu (CEFR) để đủ điều kiện tốt nghiệp trường Vì thế, mục đích soạn đề tài liệu nhắm hướng đến mục tiêu đổi giáo dục dạy học tiếng Anh cấp độ chuẩn hóa quốc tế, qua giúp em đạt cấp quốc tế để đủ điều kiện tốt nghiệp chuyên ngành tiếng Anh làm bệ phóng giúp em tiếp tục học sau đại học, đủ điều kiện du học hay làm việc công ty nước ngồi mà địi hỏi lực nghe, nói, đọc viết người sử dụng tiếng Anh Bên cạnh đó, tài liệu giúp cho giảng viên dạy môn viết chuyên ngành tiết kiệm thời gian khỏi phải sưu tầm nhiều tài liệu mà hóa lại khơng có khả thi có q nhiều nguồn tài liệu thị trường sách mà khiến giảng viên rối chí Với tài liệu tinh giản này, giảng viên dạy dùng để chuẩn bị giảng lên lớp, thiết kế đề thi cho phù hợp tiện lợi cho sinh viên Chính ý nghĩa mà BÀI GIẢNG HỌC PHẦN VIẾT NÂNG CAO (ĐHSP ANH) thiết kế để đưa vào giảng dạy cho sinh viên chuyên ngành tiếng Anh sư phạm Phương pháp nghiên cứu Phương pháp nghiên cứu dựa phương pháp phân loại, chắt lọc sưu tầm từ nhiều nguồn tài liệu dạy viết FCE & CAE biên soạn chuyên gia ngôn ngữ phương pháp giảng dạy tiếng Anh Malcolm Mann & Steve Taylore-Knowles với sách dạy viết FCE CAE Writing for First & Writing for Advance & Skills for First Certificate Writing nhiều nguồn tài liệu khảo cứu có giá trị khác tác giả chuyên gia giảng dạy ngôn ngữ dạy viết (xem thêm phần tham khảo) Trên sở chắt lọc đó, tơi soạn tài liệu giảng dạy mà mà đáp ứng mục tiêu đổi giáo dục đào tạo thi cử mơn viết luyện thi viết trình độ B2 (FCE) & C1 (CAE) cho sinh viên chuyên ngành sư phạm Anh hệ cao đẳng đại học, giúp em tự tin làm thi cuối khóa kỳ thi lấy chứng quốc tế MỤC LỤC Lý chọn đề tài Lịch sử nghiên cứu vấn đề .2 Đối tượng mục tiêu nghiên cứu Phương pháp nghiên cứu Unit 0: Orientation for the Course Unit 1: Writing an Informal Letter 28 Unit 2: Writing a Formal Letter .57 Unit 3: Writing a Discursive Essay .86 Unit 4: Writing Articles 109 Unit 5: Writing Reports 127 Unit 6: Writing Reviews and set books .142 Unit 7: Story telling (Bonus unit) .142 ĐÁP ÁN 155 Tài liệu tham khảo 170 UNIT 0: ORIENTATION OF THE COURSE (Periods 1-2) AND AN OVERVIEW OF FCE WRITING SECTION &  OBJECTIVES: This section aims to  help students understand in depth the requirements of the module “advanced writing 1” in terms of coursework assessments in the areas of credits, active attendances and participations, regular tests, midterm tests and final exam, etc  arm students with commonly-found genres in FCE Writing Paper including essays, letters, article, report, and review so that they set their appropriate learning timetable in the prior preparation for their forthcoming exams  introduce students new formats of the FCE Writing Paper adapted From: Cambridge First for Schools, Handbooks for Teachers for Exams from 2016)  roughly introduce to students main steps of how to write a letter, essay, article, report, and review effectively  introduce to students some popular themes found in FCE  introduce to students a sample FCE writing paper written by an FCE candidate along with the remarks given by the FCE examiner I Orientation of the Coursework  The name of Module: Viết nâng cao (Advanced Writing 1)  Term delivery: Semester V, third-year of Undergraduate training Program  Participants: English-majored students (TESOL Program)  Course Description: Obligatory  Credit: 2, approximately 30 periods, done in 15 weeks, periods per week  Lecture Delivering: In-class, Venture: Dong Nai University (DNU)  Instructor of the Coursework: Mr Truong Phi Luan, MA  Attendance: Compulsory, without any exemptions, a three-mark deduction for one absent session; to be detained for the next year relearning if one is found to be absent for three consecutive weeks  Participation: Active participation in class discussion, individual, pair and group work activity  Regular tests: Fulfill the test given by the instructor on weekly basis  Mid-term test: In-class test  Final exam: held by the DNU II ASSESSMENT of the coursework  Attendance and Participation: 10%  Regular Test: 10%  Mid-term Test: 20%  Final Exam: 70% III GENERAL DESCRIPTION of THE FCE WRITING PAPER EXAM The writing tasks make up 20% of your final mark in FCE There are two tasks which are designed to test your writing ability in a number of ways Part is a single essay task in which you are required to comment on the essay question, giving your own ideas and opinions In part you have to choose one of three contextualized questions You will be asked to write one of the following text types:  Article  Email/ letter  Report  Review For both parts, you have to write 140-190 words  The marks you receive in each task are based on:  How relevant the content is to the question  How well you communicate your message to the reader and hold their attention This is called communicative achievement  How well your writing is organized  The range and accuracy of the language used in the writing (i.e grammar and vocabulary) Below is the detailed table of FCE exam description GENERAL DESCRIPTION PAPER FORMAT The paper contains two parts Timing 1h 20 minutes NO OF PARTS NO OF QUESTIONS Candidates are required to complete two tasks: A compulsory one in part and one from a choice of three in part two TASK TYPES From the following: An essay, an article, a letter/email, a review, a report Each task has a given purpose and a target reader ANSWER FORMAT The questions are in a booklet The answers are written in a separate booklet with lined pages MARKS Each question in this paper carries equal marks STRUCTURE AN TASKS PART TASK TYPE AND FOCUS Writing an essay with a discursive focus Focus on agreeing or disagreeing with a statement giving information, giving an opinion, giving reasons, comparing and contrasting ideas and opinions, drawing a conclusion FORMAT: Candidates are required to deal with an input of up to 120 words There is an opening rubric to set the scene, and then an essay question with two given prompts, plus a prompt requiring to write about their own additional idea NO OF TASKS AND LENGTH: One compulsory task 140-190 words PART TASK TYPE AND FOCUS: Questions 2-5 Writing one of the following: An article, a letter/email, a review, a report Question Writing one of the following, based on a prescribed reading text: an article, an essay, a letter, a review Varying focuses according to the task, including: advising, comparing, describing, explaining, expressing opinions, justifying, recommending FORMAT: A situation ally based writing task specified in no more than 70 words NO OF TASKS AND LENGTH: One task to be selected from a choice of four 140-190 words IV ASSESSMENT FOR FCE WRITING PROFICIENCY OF THE CANDIDATE Candidates’ answers will be assessed with reference to two mark schemes: One based on the examiner’s overall impression (The General Impression Marking Scheme), the other on the requirements of the particular task (The Task Specific Mark Scheme) The General Impression Mark Scheme summarizes the Content, Organization, Cohesion, ranges of Structure, and Vocabulary, Register, and Formal, and Target Reader indicated in the Task The Task Specific Mark Scheme focuses on criteria specific to each particular task Candidates are penalized for dealing inappropriately with the requirements of the task specific mark scheme The accuracy of language, including spelling and punctuation, is assessed on the general impression scale for all tasks The examiner’s first priority is to give credit for candidate’s efforts at communications, but candidates are penalized for inclusion of content irrelevant to the task set  General Impression Mark Scheme Band (approximately 17-20 marks): For a Band to be awarded, the candidate’s writing fully achieves the desired effect on the target reader All the content points required in the task are included and expanded appropriately Ideas are organized effectively, with the use of a variety of linking devices and a wide range of structure and vocabulary The language is well developed and any errors that occur are minimal and perhaps due to ambitious attempts at more complex language Register and format which is consistently appropriate to the purpose of the task and the audience is used Band (approximately 13-16 marks): For a Band to be awarded, the candidate’s writing achieves the desired effect on the target reader All the content points required in the task are included and expanded appropriately Ideas are clearly organized, with the use of the suitable linking devices and a good range of structure and vocabulary Generally, the language is accurate and any errors that occur are Book – fiction  What kind of book is it? (Thriller, historical novel, science fiction, etc.)  Is it different in any way from other books of this type?  What’s the story about? (You can give an outline but don’t give the ending away!) Review of hotels or Restaurants  Where is it located?  Does it offer a varied service?/ How is it service?  Does it have an attractive/ disappointing setting  By whom is it run?  Is it reasonably priced?  What makes the restaurant popular among diners?  Will you recommend it to your friends and relatives? Why or Why not? III Main steps of a review Reviews normally contain three main ingredients: overview, pros and cons, and verdict, which are described more fully below Note: A review may not always fall into three neat sections, however The writer may decide to describe an aspect of the subject and comment immediately on strengths and weaknesses, for example, before going on to describe another aspect of the subject An overview Section: the writer gives readers a brief summary of the item being reviewed The questions often asked in this part are: Who? / What? / When? / Where? / Why? / How? Pros and cons Section: The writer presents in details the advantages and disadvantages of the items being reviewed In order words, he provides detailed comments on the successful and unsuccessful features of the subject For example, your comments will probably include both objective views (the photographs in a book were poor quality or the costumes didn’t fit the actors properly) and subjective 144 views (based on personal feelings) – the story wasn’t interesting or the film was too violent Make sure, however, that you give reasons for your comments You may have strong positive or negative feelings about the subject of the review and this is not a bad thing A strong opinion, clearly argued, is often more interesting to read than a carefully balanced assessment Even so, try not to be completely one-sided Verdict – summing-up and recommendation Section: The last paragraph should sum up your feelings and make it clear to the reader whether you recommend the subject without any reservations, recommend it with one or two reservations, or don’t recommend it at all In real life, readers often look at the last paragraph of a review first to see what the general verdict is Make sure your review gives a clear verdict IV Some useful Language to remember What I liked  What I liked most was ……………………………………  The thing I liked most was ……………………………………  I was pleasantly surprised ……………………………………  …… would appeal to ………  If you get a chance to …………………………………… What I disliked  What I disliked most was ……………………………………  I was disappointed by/ with …………………………………… Some Remarks  The script seemed rather conventional/ predictable to me  The plot struck me as completely bizarre/ absurd/ incomprehensible  The characters are appealing and true to life  The dancers were quite brilliant/ amateurish 145 Recommendation  Judging from this CD/ show …………………………………  Overall, if you like … you’ll love/ you should …………  Although some of……., he/she/ it is still a great …………  You really must/ should buy/ see/ read/ visit ………………  I would definitely recommend seeing/ visiting/ reading/ having a look at… V SOME SAMPLE COMPOSITION SUGGESTION: If time allowed, teacher should introduce students some sample letters, analyze the content, text organization, sentence and structure, surface grammar to help students know more deeply about the schematic structure, and linguistic feature of a letter; the rest done by learners at home.) TOPIC 1: You recently saw this notice in an English-language magazine WHAT DON’T YOU LIKE ON TV? Is there a programme that you really don’t like? We’re looking for reviews of programmes you really can’t stand Tell us what you don’t like about the programme and we’ll publish the angriest reviews! Write your review SAMPLE ANSWER INSIDE THE HOUSE In my opinion this program is the worst thing on TV at the moment and I simply cannot understand why anyone would want to watch it In the program, a group of young people who have never met each other before are sent to live in a big house in the middle of the countryside The program shows you how they get on with each other The main problem with this program is that all the people in it are awful They are all obviously desperate to be famous by appearing on TV but they are not interesting people at all They talk about themselves all the time but they have very annoying personalities and their opinions are stupid They are completely selfish 146 and although they seem to think people watching them will find them fascinating, in fact, I am sure everyone at home is saying how terrible they are Another thing that makes the program so annoying is that the people are arguing with each other all the time It makes me just want to tell them all to shut up TOPIC 2: Your teacher has asked you to write a review of a book you have read recently You should include information on the author and type of the book it is You should also say what you liked/disliked about the book and whether you would recommend it to other people Write your review (You should write between 120 and 180 words.) Sample Answer some I saw the musical of “the phantom of the Do details of personal Opera” and wondered if the book would review Do give interest to catch your reader’s organize into your clear paragraph be as good The novel was written about 100 years ago by Frenchman Gaston Leroux He attention was fascinated by the Opera House in Paris and decided it would be a perfect setting for a detective story Do use specific The book starts with a death and the sighting vocabulary about of a ghost in the Opera House in Paris and the continues in the style of a detective novel It CD/book/ film/play, etc that you are reviewing is well-written and the plot was extremely gripping One of the other strengths of the Don’t describe only book is the description of one of the main the characters, Erik He is a complex character book/cd, etc, but because, although he is very talented, he has 147 make sure you give your opinion Don’t give away a terribly deformed face and is therefore rejected by the society the ending or spoil any surprises in I would highly recommend this book Even Do end your review the if you don’t usually like detective stories, with book/film/ play a recommendation not be put off The various parts of the story (briefly summarizing are expertly put together and it is easy to the reasons for your read Personally, I couldn’t put it down! (171 opinion.) words) In Question of the Cambridge FCE exam, you may answer one of two questions based on your reading of one of the set books You may be asked to write an article, an essay, report or a letter You not have to answer Question If you do, make sure that you know the book well enough to be able to answer the question properly Here is a suggested procedure for writing about the set book Read the book all the way through to get a general idea of the story and the characters- and to enjoy it Read the book again, this time more carefully Make notes under the following headings:  Plot:: Include the main events and the order they occur  Characters: Include information about what they are like and how important they are in the story  Relationships: include information about who likes/dislikes who, and the things that affect their relationship  Places: Include descriptions of the most important places  Your own reactions: write down your feelings about the book, with some reasons for your opinion Make a list of the kind of the questions you might be asked to write about, and discuss them with other students Here are some ideas: 148  What makes the book interesting/ exciting? Describe an exciting or memorable moment in the book  Choose the most interesting character Describe him/her Is this your favourite character?  Is the title a good one for the book? Why?  Does the book have the good ending? Why/ Why not?  Do you think the book would make a good film? Explain your reasons  Would you recommend the book? Why/ Why not?  Useful Language  The book is really exciting because (it starts with a murder)  The best moment is when (the murderer is revealed)  The book tells the story of (a family who has been separated.)  The first thing that happens is (Sarah leaves home.)  The main character, (Marian, is a teenager who …)  The most interesting character is (Joe, the young man who lives…)  The title is really good, because (it is mysterious and it makes you want to find out what it really means.)  The story takes place in (The South of France)  Event revolves around (a robbery)  The ending is very exciting because (it is completely unexpected)  It would make a really good film, because (it is such an exciting story.)  The best thing about the book is that (the characters are so interesting.)  I would recommend this book because (it is easy to read) Example Topic: Great Expectations-Charles Dickens 149 Ambition and self-improvement are central theme in the book Write an essay describing in what ways they are important to the character of Pip Sample Answer Pip is the key character of “Great Expectations’, and he is and idealist; Do answer the question directly Don’t just tell the story of the book whenever he sees that something can be better than it already is, he immediately wants to make that improvement The theme of ambition and self-improvement take three forms-moral, social and educational Do make links First, Pip desires moral self-improvement between He is very hard on himself when, for paragraph link example, he acts badly towards Joe and Do give examples (where relevant) from the book Biddy He feels a terrible sense of guilt which makes him want to act better in the future Do use a good range of Second, Pip wishes to improve his social vocabulary position In love with Esthella, he desperately grammar and wants to become a gentleman and a member of her social class Third, Pip wants educational improvement This desire is, in fact, deeply connected to his social ambition and longing to marry Estella While he remains an ignorant country boy, he has no hope of social advancement Ultimately, however, through the examples of Joe, Biddy and Magwich, Pip learns that 150 ambition and self-respect are irrelevant to the true value of a person and that conscience and affection are much more important Do end your review with a recommendation (briefly summarizing the reasons for your opinion.) SUGGESTED WRITING PRACTICE TOPIC Read this announcement Which science fiction film would you like to write about? Do you like science fiction films? If so, we would like to hear from you Could you write a review of a science fiction film you have seen? In your review, tell us about the film, say what you thought was good and bad about it and whether or not you would recommend it to other people TOPIC Your teacher has asked you to write about a film you have seen recently on DVD for the school’s English magazine Write a review for the magazine, giving your opinions on the film and saying whether you would recommend it TOPIC 3: Have you seen any good films recently? Write a review telling us why you liked it and sent it to Silver Screen Magazine We will publish the best reviews in next month’s issues 151 TOPIC 4: You see this announcement in an International magazine Reviews needed! Have you been to a good restaurant or place to eat recently? If so, could you write us a review of the place where you ate? Include information on the type of food served, the atmosphere and the service and say whether you would recommend this restaurant to other people The best reviews will be published next month Write your review Write your answer in 120-180 words THE END of UNIT 152 Unit 7: SHORT STORIES (BONUS READING) You have decided to enter a short story competition The competition rules say that the story must begin with the following words: I was alone on a dark road Suddenly, I saw bright lights in the distance Write your story Sample Answer Saved by a Star I was alone on a dark road Suddenly, I saw bright lights in the distance It was a car “Thank goodness” I thought “Maybe they will give me a lift.” I’d been walking for hours That evening, I’d been to the concert My favourite singer, Augus McDurfy, had sung all his hits to a crowd of over 2,000 people It was fantastic, but on the way home my motorbike had broken down I left it by the side of the road and decided to walk home Unfortunately, it was over thirty kilometers and not one car passed me on the road until this one It sped past me I waved and shouted It slowed down, and then reversed, and then reversed back to where it was standing It was a black limousine A black electronic window slowly came down “Can I help?” said a voice from inside I explained the situation “Get in we’ll give you a lift.” I couldn’t believe it when I got in the car It was Aus McDuffy! I told him how much I’d enjoyed the concert, and his chauffer dropped me right outside my front door I had been saved a star  SAMPLE TOPIC You have decided to enter a short story competition The competition rules say that the story must begin with the following words: As John got off the train, he couldn’t believe how cold it was Write your story for the competition 153 Sample Answer John’s trip As John got off the train, he couldn’t believe how cold it was He quickly put on his warm hat and gloves and walked carefully in the snow He looked around excitedly and saw his uncle Bill at the end of the platform With him were Hohn’s cousins, Alex and Tony The train left the station and John came up to his relatives He hadn’t seen his uncle for a long time, but he hadn’t changed He was still short and fat, with a round bald head They all said hello nervously and then they laughed and kissed each other The boys started talking loudly and began walking towards the car “Where are your bags, John?” asked Uncle Bill, suddenly John stopped “Oh, no,” he cried sadly “They’re on the train!” They all looked In the distance, the train was slowly disappearing John felt so foolish Uncle Bill quickly found a guard and spoke to him He came back a second later “It’s ok,” he explained “They are going to send them back from the next station” They all smiled and John knew it was a great holiday, after all SUGGESTED TOPICS FOR WRITING TOPICS Topic 1: Your teacher has asked you to write a story for the school’s English language magazine It must begin with the following words: I wanted to my best, but more than that I wanted the team to win Write your story (You should write between 120 and 180 words) Topic 2: Your teacher has asked you to write a short story for the school English language magazine Your story must begin with the following word: It was not easy, but Carol knew she had to this Write your story (You should write between 120 and 180 words) _ THE END _ 154 SUGGESTED ANSWER KEYS UNIT 1: INFORMAL LETTER A FORMAL OR INFORMAL? A informal F Kyle’s language: informal, the B formal writer’s language: formal C formal G formal D formal H formal E formal B HOW DID YOU KNOW? Extract A Any two of the following: more acceptable over the past You’d/ it’s/ it’s about/ Great few year, and is now generally twist at the end, too./ gonna acceptable in more formal One of the following: reckon/ gonna writing too.) Great twist at the end too One of the following: ! – (note: Gonna you may wish to point out that Fab the “em line” or “dash” (-) has Loads of become more popular and Extract B Would be extremely grateful if … are installed you could let me knowExtract C One of the following: Although there may well be/ some kind increased need to/ possibly quite the opposite It It’s (note: you may wish to certainly is not the case/ after point out to students that watching a violent film/ feel an although of connection between/ contractions are informal, they are acceptable in 155 journalistic writing, such as an It certainly is not the case that article for a young people’s The majority of magazine) C MATCH THE TEXT TYPES H, G, B, A, E or C, C or E, D, F D DISCUSS Ask students to discuss their answers to exercises A, B and C in pairs, giving reasons for their choices Monitor the pair work and bring the class together again to compare ideas Check that all students now have the correct answers to exercises A, B and C E WHAT DO YOU THINK? F, T, F, T, T, F, F, T, F F STUDY THE MODEL Thanks a lot Informal grammar: three of the I’m really glad following: I’m/ you’ve/ It’s/ isn’t it?/ Yeah Anyway/ I’ve/ It’s got/ This great/ Tricky You’ve/ too Got Informal punctuation: any of the Quite a bit exclamation Though parentheses marks or brackets/ I’ve got to COMPOSITION DEVELOPMENT A BRAINSTORMING B THINK ABOUT FORMALITY Paragraph 1: b Paragraph 2: a, b Paragraph 3: a, d Paragraph 4: b, c 156 Closing expressions: a, d, e, f C PLAN YOUR PARAGRAPH Paragraph 1: Refer to pen friend’s letter, or ask pen friend a question Paragraph 2: Say you saw a great film last night, who you went with Paragraph 3: Description of the film, why you enjoyed it, recommending Paragraph 4: Reason for signing off Closing expressions: One or two of: Love/ Lots of love/ From/ Take care/ See you soon/ Bye for now!/ Write back soon/ All the best4: Reason for signing off Closing expressions: One or two of: Love/ Lots of love/ From/ Take care/ See you soon/ Bye for now!/ Write back soon/ All the best/ ours D HOMEWORK WORDPERECT dubbed about set subtitles box office twist video store/club DVDs plays 10 Stars _ THE END of UNIT _ 157 References Acklam, R., Crace, A Premium (2008) Pearson Longman Boyd, E., Stephens, M (2008) Activate B2 Pearson Education Limited Falla, T., Davies P.A (2008) FCE Result OUP Harrison, M (2008) FCE Practice Test OUP Mann, M., Taylore-Knowles, S Skills for First Certificate Writing Macmillan Mann, M., Taylore-Knowles, S (2014) Improve your Writing: Writing for First with Answer Key Macmillan Norris, R Ready for FCE (2008) Macmillan Education _THE END of the COURSE _ 158 ... cương môn viết nâng cao & dựa khung hình chuẩn châu Âu bậc vào năm học 20 18 -20 19 Trên sở đề cương chi tiết này, năm học (20 19 -20 20), tiến hành soạn tài liệu giảng dạy môn VIẾT NÂNG CAO cho năm học... đoạn đoạn 20 18 -20 22, cần phải có thay đổi đổi đồng phương pháp dạy học tiếng Anh thay đổi cách kiểm tra đánh giá sinh viên chuyên ngành ngơn ngữ Sau khóa đào tạo tiếng Anh chuyên ngành cao đẳng... thành cám ơn! Lịch sử nghiên cứu vấn đề 2. 1 Căn vào chương trình đào tạo điều chỉnh vào năm 20 16 2. 2 Căn vào chuẩn đầu sinh viên chuyên Anh Khoa Ngoại ngữ 2. 3 Căn vào khung chương trình đào tạo